Situated on the cutting edge of theory and classroom practice, this volume highlights transdisciplinary and interdisciplinary research in language education and other disciplines and epistemological spaces. The authors provide insights from language education and its potential to connect with a broad range of disciplinary traditions that include medicine, literature, fine arts, mathematics, and more. This forward-looking text addresses contemporary themes of social justice, intercultural citizenship, and antiracism throughout. Chapters provide educational research examples that can be applied in innovative ways to extend beyond traditional disciplinary boundaries. Language applications included are ESOL, Spanish, German, and Russian, with implications for both commonly and less commonly taught languages. Novice and experienced educators alike will benefit from the rigorous discussion of practice and contemporary theoretical issues. Book Features: Represents a range of research methods and practical approaches that integrate language acquisition with academic content. Shows best practices for conducting transdisciplinary and interdisciplinary research and how it can enrich language education as a whole.Addresses contemporary topics such as language policy, STEM education, integrative teaching, content area education, arts integration, and White supremacy culture. Offers creative and collaborative approaches for reaching beyond the ordinary conventions of TESOL and foreign/world language education. Contributors: Todd A. Bates, Meghan Odsliv Bratkovich, Melisa (Misha) Cahnmann-Taylor, Juntao Li, Terry A. Osborn, Aria Razfar, Timothy Reagan, Heather Schlaman, Eugenia Vomvoridi-Ivanovic, Manuela Wagner, and Jennifer Wooten.

This is an open access book.The 4th International Conference on Literature, Art and Human Development (ICLAHD 2022) was successfully held on October 28th-30th, 2022 in Xi’an, China (virtual conference). ICLAHD 2022 brought together academics and experts in the field of Literature, Art and Human Development research to a common forum, promoting research and developmental activities in related fields as well as scientific information interchange between researchers, developers, and engineers working all around the world.We were honored to have Assoc. Prof. Chew Fong Peng from University of Malaya, Malaysia to serve as our Conference Chair. The conference covered keynote speeches, oral presentations, and online Q&A discussion, attracting over 300 individuals. Firstly, keynote speakers were each allocated 30-45 minutes to hold their speeches. Then in the oral presentations, the excellent papers selected were presented by their authors in sequence.

Directions and Prospects for Educational Linguistics explores innovations that have developed from the creative syntheses of diverse methodological and theoretical approaches used to explore a broad rang of issues and topics related to language (in) education. The volume provides unique insights into current practices and new frontiers for educational linguistics by bringing together contributions from scholars who draw upon on established research traditions while at the same time pushing their boundaries beyond the confines of specific disciplines. Each paper serves as a thought provoking starting point for scholars and advanced graduate students to contemplate directions and prospects for research that contributes to linguistically appropriate and socially responsible education.

The aim of the volume is to focus on research interests that are rarely presented in the literature on the subject and that arise from the currently perceived needs of the developing didactics of Polish as a foreign language. The research results presented in the contributions provide a new look at the process of acquiring and/or teaching/learning Polish from the following aspects: the peculiarities of Ukrainian speakers learning Polish; problems of acquiring Polish by students from Japan, China, France and Lebanon, methods of developing language skills and activities, and specific phenomena in teaching Polish as a business language. Qualitative, quantitative, and mixed analyses, as well as experimental corpora, allow the results described to be considered important for the developing discipline.

This book showcases how language learner agency can be understood and researched from varying perspectives by providing, for the first time, a collection of diverse approaches in one volume. The volume is organised into three main sections:the first sections offers an introduction to varying theoretical approaches to agency; the second section presents analyses of agency in a variety of empirical studies; and the third section focuses on the pedagogical implications of data-based studies of agency. The volume includes the work of researchers working in languages including English (ESL and EFL), Greek, Spanish, Swedish, Italian, Hindi, Marathi, Gujarati and Truku (an indigenous language in Taiwan) and with both child and adult language learners. This collection will serve as a key reference for researchers of language learning and teaching, sociolinguistics and language and identity.

Further Language Learning in Linguistic and Cultural Diverse Contexts deals with the interdisciplinary area of multilingual and intercultural education and the increasing interest in sociolinguistic and sociocultural aspects of further language learning. It presents the individual, family, scholastic, and extra-scholastic circumstances that promote or limit language learning and its outcomes among young learners of a further language. The intertwined, dynamic interrelationship between intercultural and language learning at primary school is shown by means of the European border region South Tyrol that is characteristic for its linguistic and cultural diversity and serves to demonstrate authentic benefits, challenges, and difficulties in hyper complex and super-diverse contexts. The book analyzes experiences and perceptions as reported by primary school teachers, children, and parents, considering the impact of many factors on further language learning, including school organization, extra curricular activities, and self-initiated encounter pedagogy. Further Language Learning in Linguistic and Cultural Diverse Contexts will be vital reading for academics, researchers, and post-graduate students in the fields of education, language learning, sociolinguistics, interculturalism, and super-diversity.

Our evolving understanding of the role of English as a lingua franca and our growing sensitivity to the unique needs of students and teachers who communicate across languages and cultures has led to significant changes in language teaching, pedagogy, and curriculum design. The Handbook of Plurilingual and Intercultural Language Learning is a field-defining book, which examines the various ways learners learn and acquire language in a truly global context. Featuring contributions from a diverse range of scholars reflecting different cultural, linguistic, regional, and ideological perspectives, this innovative volume presents the most recent developments in the field while revealing the nuances and complexities of teaching and learning foreign languages. This Handbook explains the conceptual basis of intercultural and plurilingual learning, describes core pedagogical concepts, discusses different learning and teaching approaches, and provides the historical background for various methods and theories. The authors discuss how policy and pedagogy can adapt to the shifting demographics of local student populations, address new trends and evolving themes, and explore contemporary topics such as translanguaging, intercomprehension, technology-enhanced learning, language policy, and more. The Handbook of Plurilingual and Intercultural Language Learning is essential reading for students, educators, and researchers in applied linguistics, language teaching and learning, plurilingualism/multilingualism, TESOL, cognitive linguistics, language policy, language acquisition, and intercultural communication.

This is the first international and interdisciplinary handbook to offer a comprehensive and an in-depth overview of findings from contemporary research, theory, and practice in early childhood language education in various parts of the world and with different populations. The contributions by leading scholars and practitioners are structured to give a survey of the topic, highlight its importance, and provide a critical stance. The book covers preschool ages, and looks at children belonging to diverse ethno-linguistic groups and experiencing different histories and pathways of their socio-linguistic and socio-cultural development and early education. The languages under the scope of this handbook are identified by the contributors as immigrant languages, indigenous, endangered, heritage, regional, minority, majority, and marginalized, as well as foreign and second languages, all of which are discussed in relation to early language education as the key concept of the handbook. In this volume, “early language education” will refer to any kind of setting, both formal and informal (e.g. nursery, kindergarten, early childhood education centers, complementary early schooling etc.) in which language learning within a context of children's sociolinguistic diversity takes place before elementary school.

Whether through speech, writing, or other methods, language and communication has been an essential tool for human cooperation and development. Across the world, language varies drastically based on culture and disposition. Even in areas in which the language is standardized, it is common to have many varieties of dialects. It is essential to understand applied linguistics and language practices to create equitable spaces for all dialects and languages. The Research Anthology on Applied Linguistics and Language Practices discusses in-depth the current global research on linguistics from the development of language to the practices in language acquisition. It further discusses the social factors behind language and dialect as well as cultural identity found behind unique traits in language and dialect. Covering topics such as linguistic equity, phonology, and sociolinguistics, this major reference work is an indispensable resource for linguists, pre-service teachers, libraries, students and educators of higher education, educational administration, ESL organizations, government officials, researchers, and academicians.